ware public schools

Ware Public Schools

SCIENCE CURRICULUM - Grades 5-7

SUBJECT MATTER: Science and Technology/Engineering Grade: 5

Unit/Theme Content and

Essential

Questions

Skills Methods of

Assessment

Teacher Resources & Notes Framework

Strand/s &

Standard/s

Systems

Energy, Work,

and Machines

Properties of

Energy –

including its forms,

ability to change

form, and its effects

Friction

Simple Machines

Guiding Questions

1. What are some

different forms

of energy?

2. How can

energy be

changed to

other forms?

3. What are work

and friction?

4. How do ramps

1. Use a variety of materials to accomplish a

design task based on specific properties.

2. Use appropriate materials and tools to

construct a prototype safely.

3. Identify tools and simple machines used for a

specific purpose.

4. Know the differences between simple and

complex machines

5. Identify problems that reflect the need for

shelter, storage, or convenience.

6. Identify the different ways a problem can be

represented.

7. Identify the relevant design features for

building a prototype of a solution to a

problem.

8. Identify that natural and mechanical systems

are designed to serve similar purposes.

Pre-Assessment

Class

Participation and

Discussion

Science Folder/3

ring Binder

Investigations

Paragraph

Writing

Summary

Writing

Guiding Principles from the

Massachusetts Science and

Technology Frameworks

• Articulates the ideals of

teaching, learning,

assessing, and

administering science

and

technology/engineering

programs.

Silver Burdett Ginn Science


Discovery Works, Grade 5

Transparencies

Graphic Organizers

Literature

Internet

Investigation Kits with

Technology/

Engineering, Grades

3–5

1.1, 1.2, 1.3

2.1, 2.2, 2.3, 2.4

WARE PUBLIC SCHOOLS - Science Curriculum Grades 5-7

2


Essential

Questions

Skills Methods of

Assessment


Strand/s &

Standard/s

help us do

work?

5. What are levers

and pulleys?

6. What is a

wheel and

axle?

Written Quizzes

Unit/Chapter

Tests

Unit Project

Develop

Teacher/Student

Rubrics for group

work and written

reports.

appropriate tools and materials

The Franklin Institute

Resources for Science Learning

http://www.fi.edu/qa97/spotligh

t3/spotlight3.html

Energy Kid’s Page

http://www.eia.doe.gov/kids/en

ergyfacts/index.html

Edheads Activate Your Mind

Simple Machines

http://www.eia.doe.gov/kids/en

ergyfacts/index.html

Simple Machines Webquest

http://outreach.rice.edu/~dgabb

y/science/simp_mach/

5th Grade Energy

http://www.solpass.org/science

5.htm


3


Essential

Questions

Skills Methods of

Assessment


Strand/s &

Standard/s

Models

Light and Sound

Properties of Light

Lenses and their

Uses

Color

Properties of Sound

Sense of Hearing

Controlling,

Recording, and

Transmitting Sound

Guiding Questions

1. What is light,

and where does

it come from?

2. How does light

travel?

3. How does light

behave?

4. How do lenses

help control

light?

5. How are lenses

used in

telescopes and

microscopes?

6. How are light

and color

related?

7. What is sound?

8. How does

1. Identify the basic forms of energy (light,

sound, heat, electrical, and magnetic).

2. Recognize that energy is the ability to cause

motion or create change.

3. Give examples of how energy can be

transferred from one form to another.

4. Recognize that electricity in circuits requires a

complete loop through which an electrical

current can pass, and that electricity can

produce light, heat, and sound.

5. Identify and classify objects and materials that

conduct electricity and objects and materials

that are insulators of electricity.

6. Explain how electromagnets can be made, and

give examples of how they can be used.

7. Recognize that sound is produced by vibrating

objects and requires a medium through which

to travel.

8. Relate the rate of vibration to the pitch of the

sound.

9. Recognize that light travels in a straight line

until it strikes an object or travels from one

medium to another, and that light can be

reflected, refracted, and absorbed.

Pre-Assessment

Class

Participation and

Discussion

Science Folder/3

ring Binder

Investigations

Paragraph

Writing

Summary

Writing

Written Quizzes

Unit/Chapter

Tests

Unit Project

Develop

Teacher/Student





teaching, learning,

assessing, and


and


programs.





e.g., design and construct a

candle wheel that demonstrates

how heat can cause a propeller

to spin.

e.g., design and build a

simple roller coaster for a

marble or toy car to

demonstrate how energy

changes from one form to

another.

The Phenomenon of Sound

http://school.discovery.com/less

onplans/programs/soundwaves/

Physical Sciences

(Chemistry and

Physics), Grades 3–5

Forms of Energy 4, 5

Electrical Energy

6, 7, 8

Sound Energy 11

Light Energy 12


4


Essential

Questions

Skills Methods of

Assessment


Strand/s &

Standard/s

matter affect

how sound

travels?

9. How do high

sounds differ

from low

sounds?

10. How can you

control sound?

11. How do people

hear?

12. How is sound

transmitted and

recorded?

Rubric for group

works and

written reports.

5th Grade Sound

http://www.solpass.org/science

5.htm


5


Essential

Questions

Skills Methods of

Assessment


Strand/s &

Standard/s

Scale

The Solar System

and Beyond The Night Sky

How Astronomers

Learn about Space

Stars and Galaxies

Survival in Space

Guiding Questions

1. What can you

see in the night

sky?

2. How do

astronomers

learn about

space?

3. What is the

solar system

made of?

4. How do the

planets differ?

5. What are the

stars and how

do they differ?

6. How far away

are the stars?

7. What is the life

cycle of a star?

8. What are the

galaxies and

how do they

1. Recognize that the earth is part of a system

called the “solar system” that includes the sun

(a star), planets, and many moons.

2. Identify the earth as the third planet from the

sun in our solar system.

3. Recognize that the earth revolves around

(orbits) the sun in a year’s time and that the

earth rotates on its axis once approximately

every 24 hours.

4. Make connections between the rotation of the

earth and day/night, and the apparent

movement of the sun, moon, and stars across

the sky.

5. Describe the changes that occur in the

observable shape of the moon over the course

of a month.

Pre-Assessment

Class

Participation and

Discussion

Science Folder/3

ring Binder

Investigations

Paragraph

Writing

Summary

Writing

Written Quizzes

Unit/Chapter

Tests

Unit Project

Develop

Teacher/Student





teaching, learning,

assessing, and


and


programs.





NASA Education

http://education.nasa.gov/home/

index.html

Earth and Space

Science

Grades 3–5

Earth’s History 12

Earth in the Solar

System

13, 14, 15


6


Essential

Questions

Skills Methods of

Assessment


Strand/s &

Standard/s

differ?

9. What is it like

to travel in

space?

10. How do

humans survive

in space?

11. Is there other

life in the

universe?

Rubrics for group

work and written

reports.

Constancy

and Change

The Solid Earth

Properties and Uses

of Minerals and

Rocks

The Rock Cycle

Earth’s Structure

Fossils as Clues to

the Age of Rocks

The Formation of

Mountains

Faults

Guiding Questions

1. What is a

mineral?

2. How can you

identify

minerals?

1. Give a simple explanation of what a mineral

is and some examples, e.g., quartz and mica.

what a mineral is.

2. Identify the Physical Properties of minerals

(hardness, color, luster, cleavage, and

streak).

3. Explain how minerals can be tested for the

different physical properties.

4. Identify the three categories of rocks

(metamorphic, igneous, and sedimentary)

based on how they are formed.

5. Describe the processes that create the three

categories of rocks.

6. Identify the usefulness of rocks.

7. Describe how rocks change over time.

8. Describe how fossils are used to help identify

the age of rocks.

9. Give examples of how the Earth’s surface

changes due to slow processes such as erosion

Pre-Assessment

Class

Participation and

Discussion

Science Folder/3

ring Binder

Investigations

Paragraph

Writing

Summary





teaching, learning,

assessing, and


and


programs.





Moh’s Scale of Hardness

Earth and Space

Science, Grades 3–5

Rocks and their

Properties

1, 2, 3

Earth’s History 12


7


Essential

Questions

Skills Methods of

Assessment


Strand/s &

Standard/s

3. What are

minerals used

for?

4. How are rocks

classified?

5. How do the

properties of

rocks make

them useful?

6. How do rocks

change over

time?

7. What is Earth’s

structure?

8. How can

fossils help tell

us how old a

rock is?

9. How do rocks

bend?

10. What is a fault

and how can it

make

mountains?

and weathering, and rapid processes such as

landslides, volcanic eruptions, and

earthquakes.

Writing

Written Quizzes

Unit/Chapter

Tests

Unit Project

Develop

Teacher/Student

Rubrics for group

work and written

reports.

Earth Floor: Cycles

http://www.cotf.edu/ete/module

s/msese/earthsysflr/cycles.html

The Rock Cycle

http://www.minsocam.org/MS

A/K12/rkcycle/rkcycleindex.ht

ml

Interactive Rock Cycle

Animation

http://www.classzone.com/book

s/earth_science/terc/content/inv

estigations/es0602/es0602page0

2.cfm

Rock and the Rock Cycle

http://www.windows.ucar.edu/t

our/link=/earth/geology/rocks_i

ntro.html


8



Essential Questions

Skills Methods of

Assessment


Strand/s &

Standard/s

The

Changing

Earth

Energy in the Earth

System

Earth Processes and

Cycles

Pangaea

Moving Plates

Volcanoes

Making Mountains

and Soil

Erosion and

Deposition

Geologic Time

Guiding Questions

1. Do continents

really drift apart?

2. What do

locations of

volcanoes and

earthquakes tell

us?

3. What does the

sea floor tell us

about plate

tectonics?

4. Why do tectonic

plates move?

5. How does motion

of tectonic plates

1. Recognize, interpret, and be able to create

models of the earth’s common physical

features in various mapping representations,

including contour maps.

2. Explain and give examples of how

physical evidence, such as fossils and

surface features of glaciation, supports

theories that the earth has evolved over

geologic time. 3. Describe the layers of the earth, including

the lithosphere, the hot convecting mantle,

and the dense metallic core.

4. Differentiate among radiation, conduction,

and convection transfer heat through the

earth’s system.

5. Explain the relationship among the energy

provided by the sun, the global patterns of

atmospheric movement, and the temperature

differences among the water, land, and

atmosphere.

6. Describe how the movement of the earth’s

crustal plates causes both slow changes in

the earth’s surface (e.g., formation of

mountains and ocean basins) and rapid ones

(e.g., volcanic eruptions and earthquakes)

7. Describe and give examples of ways in

which the earth’s surface is built up and torn

Pre-Assessment

Class

Participation and

Discussion

Science Folder/3

ring Binder

Investigations

Paragraph

Writing

Summary

Writing

Written Quizzes

Unit/Chapter

Tests

Unit Project




• Articulates the

ideals of teaching,

learning, assessing,

and administering

science and

technology/enginee

ring programs.





Transparencies

Classroom Science Safety

Rules

Graphic Organizers

Literature

Internet

Metric Measurement Charts

Earth and Space

Science, Grades 6-8

Mapping the Earth 1

Earth’s Structure 2

Heat Transfer in the

Earth System 3, 4

Earth’s History 5, 6,

7


9


Essential Questions

Skills Methods of

Assessment


Strand/s &

Standard/s

build mountains?

6. What causes

earthquakes and

how can they be

compared?

7. What happens to

earth’s crust

during an

earthquake?

8. Where do

volcanoes occur,

and how are they

classified?

9. How do volcanic

eruptions affect

earth?

10. In what other

places can

volcanoes occur?

11. When do

scientists use

writing during

the scientific

method?

12. What type of

writing would

scientists use to

describe the steps

they took to

perform an

down by natural processes, including

deposition of sediments, rock formation,

erosion, and weathering.

Develop

Teacher/Student

Rubric for group

works and

written reports.

Plate Tectonics http://msnucleus.org/membership/h

tml/k-6/pt/pdf/pt6pt.pdf

Volcano World http://volcano.und.edu/

Marco Polo Lesson Plans http://www.marcopolosearch.org/

MPSearch/Basic_Search.asp

NASA Education http://education.nasa.gov/home/ind

ex.html

GEMS Great Explorations in

Math and Science

Convection: A Current Event


10


Essential Questions

Skills Methods of

Assessment


Strand/s &

Standard/s

experiment?

The Solar

System

Solar System

Gravity

Solar and Lunar

Eclipses

Revolution/Rotation

Galaxies

Conduction,

Convection, and

Radiation

Guiding Questions

1. How do we learn

about the

planets?

2. What causes the

moon to change

appearance?

3. What is

astronomy?

4. How do we get

information from

space?

5. How do we know

earth is rotating?

6. What are

standard time

1. Recognize that gravity is a force that pulls

all things on and near the earth toward the

center of the earth.

2. Understand that gravity plays a major role

in the formation of the planets, stars, and

solar system and in determining their

motions.

3. Describe lunar and solar eclipses, the

observed moon phases, and tides. Relate

them to the relative positions of the earth,

moon, and sun.

4. Compare and contrast properties and

conditions of objects in the solar system

(i.e., sun, planets, and moons) to those on

Earth (i.e., gravitational force, distance

from the sun, speed, movement,

temperature, and atmospheric conditions).

5. Explain how the tilt of the earth and its

revolution around the sun result in an

uneven heating of the earth, which in turn

causes the seasons.

6. Recognize that the universe contains many

billions of galaxies, and that each galaxy

contains many billions of stars.

7. Differentiate among conduction,

convection, and radiation in a thermal

Pre-Assessment

Class

Participation and

Discussion

Science Folder/3

ring Binder

Investigations

Paragraph

Writing

Summary

Writing

Written Quizzes

Unit/Chapter

Tests





teaching, learning,

assessing, and


and


programs.





Marco Polo Lesson Plans

http://www.marcopolosearch.or

g/MPSearch/Basic_Search.asp

The Big Bang and the History

of the Universe

by Cristina Wilsdon

Earth and Space

Science, Grades 6-8

The Earth in the

Solar System

8, 9, 10, 11, 12

Energy and Power

Technologies-

Thermal Systems

4.1, 4.2, 4.3, 4.4


11


Essential Questions

Skills Methods of

Assessment


Strand/s &

Standard/s

zones?

7. Why are there

seasons?

8. What causes the

moon to change

appearance?

9. What are

eclipses?

10. Why do planets

seem to move?

11. How are the

planets arranged?

12. Are stars at

different

distances from

Earth?

13. How are galaxies

classified?

system (e.g., heating and cooling a house,

cooking).

8. Give examples of how conduction,

convection, and radiation are considered in

the selection of materials for buildings and

in the design of a heating system.

9. Explain how environmental conditions such

as wind, solar angle, and temperature

influence the design of buildings.

10. Identify and explain alternatives to

nonrenewable energies (e.g., wind and solar

energy conversion systems).

Unit Project

Develop

Teacher/Student

Rubric for group

works and

written reports.

Matter Elements,

Compounds, and

Mixtures

Properties and

Changes of Matter

• Physical

Properties of

Matter

• Elements and

Atoms

• Chemical

1. Differentiate between weight and mass,

recognizing that weight is the amount of

gravitational pull on an object.

2. Differentiate between volume and mass.

3. Define density.

4. Recognize that the measurement of volume

and mass requires understanding of the

sensitivity of measurement tools (e.g.,

rulers, graduated cylinders, balances) and

knowledge and appropriate use of

significant digits.

Pre-Assessment

Class

Participation and

Discussion

Science Folder/3

ring Binder

Investigations





teaching, learning,

assessing, and


and


programs.

Physical Sciences

Chemistry

Properties of Matter

1, 2, 3, 4

Elements,

Compounds and

Mixtures; Atomic

Structure and Nuclear

Chemistry

5, 6, 7, 8, 9, 10


12


Essential Questions

Skills Methods of

Assessment


Strand/s &

Standard/s

Changes

Heat Energy

• Temperature

and Heat

• How Heat

Affects

Matter

• Sources of

Energy

Guiding Questions

1. How can you

describe matter?

2. What makes up

matter?

3. How does energy

affect matter?

4. How can matter

be classified?

5. What is a

mixture?

6. What are liquid

mixtures like?

7. How can matter

change?

8. What are acids

and bases?

9. What do chemists

do?

5. Explain and give examples of how mass is

conserved in a closed system.

6. Recognize that there are more than 100

elements that combine in a multitude of

ways to produce compounds that make up

all of the living and nonliving things that we

encounter.

7. Differentiate between an atom (the smallest

unit of an element that maintains the

characteristics of that element) and a

molecule (the smallest unit of a compound

that maintains the characteristics of that

compound).

8. Give basic examples of elements and

compounds.

9. Differentiate between mixtures and pure

substances.

10. Recognize that a substance (element or

compound) has a melting point and a

boiling point, both of which are independent

of the amount of the sample.

11. Differentiate between physical changes and

chemical changes.

12. Explain and give examples of how the

motion of an object can be described by its

position, direction of motion, and speed.

13. Graph and interpret distance vs. time graphs

for constant speed.

14. Differentiate between potential and kinetic

energy.

Paragraph

Writing

Summary

Writing

Written Quizzes

Unit/Chapter

Tests

Unit Project

Develop

Teacher/Student

Rubric for group

works and

written reports.






http://www.marcopolosearch.or

g/MPSearch/Basic_Search.asp

Motion of Objects

11, 12

Forms of Energy 13

Heat Energy

14, 15, 16


13


Essential Questions

Skills Methods of

Assessment


Strand/s &

Standard/s

15. Identify situations where kinetic energy is

transformed into potential energy and vice

versa.

16. Recognize that heat is a form of energy and

that temperature change results from adding

or taking away heat from a system.

17. Explain the effect of heat on particle motion

through a description of what happens to

particles during a change in phase.

18. Give examples of how heat moves in

predictable ways, moving from warmer

objects to cooler ones until they reach

equilibrium.

Force and

Motion

Technology/

Engineering

Energy, Work, and

Machines

Speed and Distance

Forces and Motion

Acceleration and

Momentum

Guiding Questions

1. How do you

describe motion?

2. How do you

measure speed?

3. How do you

describe changes

in motion?

4. How can the

force of gravity

1. Explain and give examples of how the

motion of an object can be described by its

position, direction of motion, and speed.

2. Graph and interpret distance vs. time graphs

for constant speed.

3. Differentiate between potential and kinetic

energy.

4. Identify situations where kinetic energy is

transformed into potential energy and vice

versa.

5. Given a design task, identify appropriate

materials (e.g., wood, paper, plastic,

aggregates, ceramics, metals, solvents,

adhesives) based on specific properties and

characteristics (e.g., strength, hardness, and

flexibility).

6. Identify and explain appropriate measuring

Pre-Assessment

Class

Participation and

Discussion

Science Folder/3

ring Binder

Investigations

Paragraph

Writing





teaching, learning,

assessing, and


and


programs.





Physical Sciences

(Chemistry and

Physics), Grades 6-8

Motion of Objects

11, 12

Forms of Energy 13

Technology/

Engineering, Grades

6-8

1. Materials, Tools,

and Machines

1.1, 1.2, 1.3

2. Engineering

Design


14


Essential Questions

Skills Methods of

Assessment


Strand/s &

Standard/s

be measured?

5. Do all objects fall

at the same rate?

6. How does air

change the rate at

which an object

falls?

7. How are objects

at rest and objects

in motion alike?

8. How do forces

affect motion?

9. How does

friction affect the

motion of

objects?

10. What property do

all moving

objects share?

11. How do actions

cause reactions?

12. How are action-

reaction forces

used?

13. How do heavy

things fly?

14. How do rockets

use action-

reaction forces?

15. How do things

tools, hand tools, and power tools used to

hold, lift, carry, fasten, and separate, and

explain their safe and proper use.

7. Identify and explain the safe and proper use

of measuring tools, hand tools, and

machines (e.g., band saw, drill press,

sander, hammer, screwdriver, pliers, tape

measure, screws, nails, and other

mechanical fasteners) needed to construct a

prototype of an engineering design.1.5 1.3

Use a free-body force diagram to show

forces acting on a system consisting of a

pair of interacting objects. For a diagram

with only co-linear forces, determine the net

force acting on a system and between the

objects.

8. Identify and explain the engineering

properties of materials used in structures

(e.g., elasticity, plasticity, R value, density,

strength).

9. Distinguish among tension, compression,

shear, and torsion, and explain how they

relate to the selection of materials in

structures.

10. Explain Bernoulli’s principle and its effect

on structures such as buildings and bridges.

11. Calculate the resultant force(s) for a

combination of live loads and dead loads.

12. Identify and demonstrate the safe and

proper use of common hand tools, power

Summary

Writing

Written Quizzes

Unit/Chapter

Tests

Unit Project e.g.,

Design a catapult

that will toss a

marshmallow

Develop

Teacher/Student

Rubric for group

works and

written reports.

Graphing materials

Calculators/Stop Watches


2.1, 2.2, 2.3, 2.4, 2.5,

2.6


15


Essential Questions

Skills Methods of

Assessment


Strand/s &

Standard/s

float?

tools, and measurement devices used in

construction.

13. Recognize the purposes of zoning laws and

building codes in the design and use of

structures.


16



Essential Questions

Skills Methods of

Assessment


Strand/s &

Standard/s

Classification Classification of

Organisms

1. Classify organisms into the currently

recognized kingdoms according to

characteristics that they share.

2. Be familiar with organisms from each

kingdom.

Preassessment

Investigation/

Activities

Life Science

(Biology), Grades 6-8

Classification of

Organisms 1

Cells

Structure and

Function of Cells

Basic Units of Life

Chemical Reactions

How Cells Do Their

Jobs

Plant and Animal

Cells

Guiding Questions

1. What are living

things made of?

2. Do all cells look

the same?

3. Does the size of

the organism tell

you anything

about the size of

its cells?

4. What holds a cell

together?

1. Recognize that all organisms are composed

of cells, and that many organisms are

single-celled (unicellular), e.g., bacteria,

yeast. In these single-celled organisms, one

cell must carry out all of the basic functions

of life.

2. Compare and contrast plant and animal

cells, including major organelles (cell

membrane, cell wall, nucleus, cytoplasm,

chloroplasts, mitochondria, vacuoles).

3. Recognize that within cells, many of the

basic functions of organisms (e.g.,

extracting energy from food and getting rid

of waste) are carried out. The way in which

cells function is similar in all living

organisms.

Pre-Assessment

Class

Participation and

Discussion

Science Folder/3

ring Binder

Investigations

Paragraph

Writing

Summary

Writing





teaching, learning,

assessing, and


and


programs.

Glencoe Science Interactions,

Grade 7



Transparencies

Graphic Organizers

Literature

Life Science


Structure and

Function of Cells 2,

3, 4


17


Essential Questions

Skills Methods of

Assessment


Strand/s &

Standard/s

5. What’s inside

cells?

6. Where is the

cell’s command

center located?

7. How do plant and

animal cells

differ?

Written Quizzes

Unit/Chapter

Tests

Unit Project

Develop

Teacher/Student

Rubric for group

works and

written reports.

Internet

Systems of

Living

Things

Mulicellular

organisms

Major systems of the

body

1. Digestion

2. Respiration

3. Reproduction

4. Circulation

5. Excretion

6. Muscles

Guiding Questions

1. How does your

skeletal system

work?

2. What makes

bones hard?

3. Do you need

1. Describe the hierarchical organization of

multicellular organisms from cells to tissues

to organs to systems to organisms.

2. Identify the general functions of the major

systems of the human body (digestion,

respiration, reproduction, circulation,

excretion, protection from disease, and

movement, control, and coordination) and

describe ways that these systems interact

with each other.

Pre-Assessment

Class

Participation and

Discussion

Science Folder/3

ring Binder

Investigations

Paragraph

Writing

Summary





teaching, learning,

assessing, and


and


programs.

Life Science


Systems of Living

Things 5, 6


18


Essential Questions

Skills Methods of

Assessment


Strand/s &

Standard/s

joints?

4. What are the

levers in your

body?

5. How do you keep

your balance?

6. How does

information move

through your

nervous system?

7. What happens

when you

breathe?

Writing

Written Quizzes

Unit/Chapter

Tests

Unit Project

Develop

Teacher/Student

Rubric for group

works and

written reports.

Life Science

Reproduction and

Heredity

Evolution and

Biodiversity

Guiding Questions

1.

1. Recognize that every organism requires a

set of instructions that specifics its traits.

(These instructions are stored in the

organism’s chromosomes. Heredity is the

passage of these instructions from one

generation to another).

2. Recognize that hereditary information is

contained in genes located in the

chromosomes of each cell.

3. Understand that a human cell contains about

30,000 different genes on 23 different

chromosomes.

4. Compare sexual reproduction (offspring

inherit half of their genes from each parent)

Pre-Assessment

Class

Participation and

Discussion

Science Folder/3

ring Binder

Investigations

Paragraph





teaching, learning,

assessing, and


and


programs.


Grade 7

Life Science


Reproduction and

Heredity

7, 8, 9

Evolution and

Biodiversity 10, 11,

12

Living Things and

Their Environment

13


19


Essential Questions

Skills Methods of

Assessment


Strand/s &

Standard/s

with asexual reproduction (offspring is an

identical copy of the parent’s cell).

5. Give examples of ways in which genetic

variation and environmental factors are

causes of evolution and the diversity of

organisms.

6. Recognize that evidence drawn from

geology, fossils, and comparative anatomy

provides the basis of the theory of

evolution.

7. Relate the extinction of species to a

mismatch of adaptation and the

environment.

8. Give examples of ways in which organisms

interact and have different functions within

an ecosystem that enable the ecosystem to

survive.

Writing

Summary

Writing

Written Quizzes

Unit/Chapter

Tests

Unit Project

Develop

Teacher/Student

Rubric for group

works and

written reports.



Life Science

Energy and Living

Things

Guiding Questions

1.

1. Explain the roles and relationships among

producers, consumers, and decomposers in

the process of energy transfer in a food web.

2. Explain how dead plants and animals are

broken down by other living organisms and

how this process contributes to the system

as a whole.

3. Recognize that producers (plants that

contain chlorophyll use the energy from

Pre-Assessment

Class

Participation and

Discussion

Science Folder/3

ring Binder

Investigations





teaching, learning,

assessing, and


and


Life Science


Energy and Living

Things

14, 15, 16


20


Essential Questions

Skills Methods of

Assessment


Strand/s &

Standard/s

sunlight to make sugars from carbon

dioxide and water through a process called

photosynthesis

Paragraph

Writing

Summary

Writing

Written Quizzes

Unit/Chapter

Tests

Unit Project

Develop

Teacher/Student

Rubric for group

works and

written reports.

programs.


Grade 7



ware public schools

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